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In nine original chapters, this book provides a comprehensive historical perspective on teacher education in the United States. Using twenty-nine case histories of geographically and institutionally diverse education programs, the authors reveal the origins of the attitudes and practices that are shaping teacher education in our country today.

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• Part 1 Teacher Education: A Contemporary Perspective on the Past
• 1 Connecting the Present to the Past
• 2 Recurring Themes and Variations
• Part 2 Evolution of Teacher Education: Institutional Perspectives
• 3 Abiding by the ''Rule of Birds'': Teaching Teachers in Small Liberal Arts Colleges
• 4 The Evolution of Normal Schools
• 5 Teaching Teachers in Private Universities
• 6 Teacher Education and Leadership in Major Universities
• Part 3 Evolution of Teacher Education: State Perspectives
• 7 The Influence of Bureaucracy and Markets: Teacher Education in Pennsylvania
• 8 Centralization, Competition, and Racism: Teacher Education in Georgia
• Part 4 Perspective on the Future
• 9 Beyond Reinventing the Past: The Politics of Teacher Education

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CHOICE Review

This close examination of 29 schools, colleges, and departments of education also considers the effects of state requirements on teacher education. The writers then reflect on what they have found. The institutions selected represent small liberal arts colleges, private colleges and universities, and large public research-oriented "multiversities." The conclusions are depressing. The findings show that the dynamics of higher education deny status and rewards to faculty members mainly concerned with the education of practitioners of any kind. Education shares this problem with other professional departments, such as dentistry, nursing, pharmacy, architecture, engineering, and even to some extent medicine and law. What is rewarded is the production of knowledge; practitioners such as teachers, studio and performing artists, or others who apply knowledge do not receive similar rewards. The book ends with a strongly urged proposal: that the professional schools, including schools of education, make common cause for the recognition of praxis in its full sense and thus for status, support, and emphasis in their institutions. The book brings together the misgivings shared by many educators. It offers "what oft was thought, but ne'er so well expressed." -A. W. Foshay, Teachers College, Columbia University

Notas de autor provistas por Syndetics

John Goodlad was born in British Columbia, Canada, and educated at the University of British Columbia and the University of Chicago. A former dean of the graduate school of education at the University of California at Los Angeles, he has also been a professor of education at the University of Washington.

Goodlad has written more than 20 books and hundreds of articles on education. Among his best-known works are The Ecology of School Renewal (1987) and A Place Called School: Prospects for the Future (1984). A major figure in the educational reform movements that began in the 1980s, he has been a leading figure in the field of teacher education for the past 30 years. In addition to his teaching and writing, Goodlad directs the state Partnerships for Educational Renewal throughout the United States, and he also is active in many educational organizations and task forces.

(Bowker Author Biography)